Werbellinsee-Grundschule

School events in a rhythmic annual cycle Over the years, a reliable, structure-giving annual cycle developed at the Werbellinsee primary school : A school beautification day in spring, our project weeks in summer, traffic days in autumn and the reading weeks in winter. In addition, there are festivals, excursions and trips as well as days of advice and reflection that correspond to the course of the year. This proven framework is the starting point for our successful teaching concept. In this way we can do justice to the diversity of our student body and adequately promote each one. The importance of inclusion in school By inclusion we mean the self-evident common learning of all students, be it with or without impairments. In the Werbellinsee Primary School, an average of two or three children in each class with diagnosed impairments in the area of ​​their language skills or learning, their physical-motor development, their social-emotional skills or hearing processing difficulties study together with the other children. You will be supported by our special education teachers, primary school teachers, outpatient teachers and school assistants with additional hours as required. This happens both in class as well as in temporary learning groups, such as in the "Transition" project. In addition, school psychology is available to advise all colleagues. It is also an external contact point for parents. Children who have difficulties following the lessons linguistically, for example due to a mother tongue other than German, are given special attention and support both in integrative (accompanying in lessons) and in additional language support lessons. If children have difficulties with reading, writing or arithmetic in the first class, they receive support in a temporary study group parallel to regular lessons. These small groups also exist for more serious reading and spelling difficulties as well as arithmetic disorders in the advanced years. Particularly gifted children get challenging learning opportunities from the “small” and “large” researchers ”. It is a central concern of ours in terms of an inclusive education to support all children with their individual characteristics and needs.